Trans RINA, Vol 155, Part C1, Intl J Marine Design, Jan - Jun 2013 DELIVERING SHIP DESIGN EDUCATION AT A DISTANCE
E Muk-Pavic, N Bradbeer and D Fellows, Marine Research Group, UCL T McDonald, Atkins Oil & Gas, UK SUMMARY
As part of their contribution to Marine Technology Education Consortium (mtec@work), UCL provides a long-distance module on Warship Concept Design. The module is design-based which presents a challenge in a long-distance format given the limited opportunities for staff-student interaction. This paper reviews the challenges inherent in teaching a design-based subject via long-distance learning and the role of Virtual Learning Environments in enhancing the learning experience. The module structure is reviewed in the context of other on-campus design exercises undertaken at UCL. Advantages and drawbacks of the MTEC distance-learning approach are examined in the context of constructive alignment and outcome-based learning together with other long-distance learning practices. Finally, areas where future improvements to the existing module could be made are discussed.
1. INTRODUCTION
mtec@work is a consortium of four UK universities recognised for their excellence in marine technology education and research. The universities involved are Newcastle, Strathclyde, Southampton and UCL. The mtec@work
programme offers innovative, flexible
postgraduate training, designed specifically for graduates working in the marine industry. The programmes are delivered part-time, through ‘MTEC modules’ which feature a combination of distance learning with week- long intensive schools.
Programmes leading to MSc, Postgraduate Diploma or Postgraduate Certificate qualifications in marine technology are provided through mtec@work. Alternatively, students can undertake individual modules as Continued Professional Development.
1.1 MTEC MODULES
More than twenty-five MTEC modules are offered, covering topics including: naval architecture; marine engineering; maritime economics; marine design; and renewable energy. All modules are designed to MSc level and have no prerequisites. This allows advanced technical knowledge and business applications to be taught with minimum disruption to the graduate’s work responsibilities.
MTEC modules are split into three sequential elements: 1.
2. A one week intensive school; 3.
Pre-school long distance self-learning; Post school long distance self-learning.
MTEC modules are normally structured to provide 50 hours of pre-course study (to enable students to revise and review the module material) over the 8 weeks preceding the intensive school. The intensive school features approximate 35 hours
of contact time and
typically includes a range of lectures, case studies, tutorials, presentations, discussions and visits tailored to
the subject. Finally, the post-course element contains 15 hours of study time and also involves the completion of a post-school learning.
assignment to consolidate the module
A typical MTEC module is assessed through three elements:
A pre-school assignment (30% of the module mark) which will be submitted prior to the school;
An examination (40% of the module mark) which is sat during the intensive teaching week;
A post-school assignment (30% of the module mark) which is submitted eight weeks after the intensive school.
UCL currently offers four MTEC modules. Three of these modules (A2 - “Marine Engineering”, C7 - “Marine electrical and electronic systems” and C8 – “Marine powering, transmission and propulsion”) conform to the standard MTEC module structure. The fourth module, C17 “Warship Concept Design” features a radically different delivery method driven by the subject matter but within the constraints of the MTEC module structure. This paper discusses the development and delivery of the C17 module within this context.
When the MTEC degree structure was initially formulated it contained exclusively analysis modules and no ship design element. A need to enhance student knowledge in ship design has been highlighted by Industry [1], as well as through recommendations from Professional Institutions such as RINA and SNAME. To meet these requirements, UCL proposed the inclusion of a ship design module. The Marine Research Group at UCL had an extensive
warship design expertise.
Consequently a ship design module focused on the design of a warship was developed and became part of the defence stream of MTEC. To our knowledge, there continues to be no comparable “ship concept design” module delivered by distance learning.
intensive
©2013: The Royal Institution of Naval Architects
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